Open Science and Single-Case Design Research

Autor/inn/en	Cook, Bryan G.; Johnson, Austin H.; Maggin, Daniel M.; Therrien, William J.; Barton, Erin E.; Lloyd, John Wills; Reichow, Brian; Talbott, Elizabeth; Travers, Jason C.
Titel	Open Science and Single-Case Design Research
Quelle	In: Remedial and Special Education, 43 (2022) 5, S.359-369 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Bryan G.) ORCID (Barton, Erin E.) ORCID (Travers, Jason C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932521996452
Schlagwörter	Credibility; Scientific Research; Research Reports; Evidence Based Practice; Research Methodology; Meta Analysis; Access to Information; Periodicals; Publications + Suchen Sie Ihr Suchwort? Glaubwürdigkeit; Research report; Forschungsbericht; Research method; Forschungsmethode; Meta-analysis; Metaanalyse; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum
Abstract	Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and reproducible, has been proposed as one approach to increase the credibility and impact of scientific research. Although relatively little attention has been paid to open science in relation to single-case design, we propose that open-science practices can be applied to enhance the credibility and impact of single-case design research. In this article, we discuss how open-science practices align with other recent developments in single-case design research, describe four prominent open-science practices (i.e., preregistration, registered reports, data and materials sharing, and open access), and discuss potential benefits and limitations of each practice for single-case design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01